Moments of inclusion and exclusion: pupils negotiating classroom contexts
Moments of inclusion and exclusion: pupils negotiating classroom contexts
This paper uses evidence form a small-scale study of two English primary classrooms to examine school inclusion in its political contexts. We argue that 'inclusion' and 'exclusion' are complex process, enacted moment-by-moment by pupils and teachers. Our focus is on the pupils' negotiation of these moments, and we examine how their negotiations are contingent on (although not determined by) a web of intersecting indices of 'difference', including differences of social class, ethnicity, gender/sexuality, perceived academic ability and physical appearance. We take a post-structuralist approach, well-known in feminist educational research but less often used in research and thinking about 'inclusive' schooling, to foreground children's active role in making sense of social conditions that are not of their own making or choice. We conclude that a politically literature understanding of the processes of inclusion and exclusion is necessary both to hight the continuing reproduction of educational inequality, and to produce the necessary conditions for egalitarian change.
inclusion, exclusion, classroom interaction, social justice
547-558
Benjamin, S.
fa388c7b-a19b-47d5-a53f-5ce58d444a7c
Nind, M.
b1e294c7-0014-483e-9320-e2a0346dffef
Hall, K.
959298bc-853b-4fa6-875f-4196775c6969
Collins, J.
3b902164-96cf-4fb2-a9e2-23f08f64c5fd
Sheehy, Kieran
c8d523ac-3add-4b0c-857c-7819404ff52f
1 November 2003
Benjamin, S.
fa388c7b-a19b-47d5-a53f-5ce58d444a7c
Nind, M.
b1e294c7-0014-483e-9320-e2a0346dffef
Hall, K.
959298bc-853b-4fa6-875f-4196775c6969
Collins, J.
3b902164-96cf-4fb2-a9e2-23f08f64c5fd
Sheehy, Kieran
c8d523ac-3add-4b0c-857c-7819404ff52f
Benjamin, S., Nind, M., Hall, K. and Collins, J.
,
Sheehy, Kieran
(ed.)
(2003)
Moments of inclusion and exclusion: pupils negotiating classroom contexts.
British Journal of Sociology of Education, 24 (5), .
(doi:10.1080/0142569032000127125).
Abstract
This paper uses evidence form a small-scale study of two English primary classrooms to examine school inclusion in its political contexts. We argue that 'inclusion' and 'exclusion' are complex process, enacted moment-by-moment by pupils and teachers. Our focus is on the pupils' negotiation of these moments, and we examine how their negotiations are contingent on (although not determined by) a web of intersecting indices of 'difference', including differences of social class, ethnicity, gender/sexuality, perceived academic ability and physical appearance. We take a post-structuralist approach, well-known in feminist educational research but less often used in research and thinking about 'inclusive' schooling, to foreground children's active role in making sense of social conditions that are not of their own making or choice. We conclude that a politically literature understanding of the processes of inclusion and exclusion is necessary both to hight the continuing reproduction of educational inequality, and to produce the necessary conditions for egalitarian change.
Text
Benjamin_Moments.pdf
- Accepted Manuscript
More information
Published date: 1 November 2003
Keywords:
inclusion, exclusion, classroom interaction, social justice
Identifiers
Local EPrints ID: 54603
URI: http://eprints.soton.ac.uk/id/eprint/54603
ISSN: 0142-5692
PURE UUID: 99dcd26a-e7b7-48dd-8826-4c4350de544f
Catalogue record
Date deposited: 01 Aug 2008
Last modified: 16 Mar 2024 03:41
Export record
Altmetrics
Contributors
Author:
S. Benjamin
Author:
K. Hall
Author:
J. Collins
Editor:
Kieran Sheehy
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics
